Transcript Implementing Labs in Statistics

Implementing Labs in Statistics
Presenters:
• Amanda Klinger
– Davidson County Community College
– [email protected]
• Terri McKnight
– Rowan-Cabarrus Community College
– [email protected]
Outline
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Course Description for MAT 152
Reasons for Embedded Labs
Different uses for labs
Website
Example labs
Outline
•
•
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Course Description for MAT 152
Reasons for Embedded Labs
Different uses for labs
Website
Example labs
MAT 152 Statistical Methods I
Class 3 Lab 2
Credit 4
Minimum State Prerequisite(s): DMA 010, DMA 020, DMA 030,
DMA 040, DMA 050, and DRE 098
Minimum State Corequisite(s):
None
This course provides a project-based approach to introductory
statistics with an emphasis on using real-world data and statistical
literacy. Topics include descriptive statistics, correlation and
regression, basic probability, discrete and continuous probability
distributions, confidence intervals and hypothesis testing. Upon
completion, students should be able to use appropriate technology
to describe important characteristics of a data set, draw inferences
about a population from sample data, and interpret and
communicate results.
MAT 152 Statistical Methods I
Rationale for new course: This course replaces the two
introductory statistics courses (MAT 151 and MAT 155) currently in
the Combined Course Library, combining the key learning
objectives of each. This course will improve student
communication skills in statistics based on American Statistical
Association standards. Additionally, this course will increase
awareness of uses of technology in statistics.
MAT 152 Statistical Methods I
Rationale for embedding lab hours: The steering committee feels
the utilization of lab hours should be consistent across the state.
Since NCCCS data showed that 61 percent of the students enrolled
in MAT 151 and MAT 155 also enrolled in the separate lab section,
it was determined to include the hours in the course. The
embedded hours will allow the students the opportunity to enhance
the learning of concepts pertaining to the course by working
collaboratively on active learning projects, communicating
mathematical thought using clear and effective written and oral
communication, and applying appropriate quantitative tools and
logical modes of thinking to analyze and synthesize information in
problem solving situations.
Different Uses for Labs
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Engaging Students with Hands-On Activities
Exploration of New Concepts
Reinforcement of Class Material
Flipping the Classroom
http://nc-stats.weebly.com